Catholic School Learning Plan for St. Edith Stein Elementary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By the end of June, 2016, the proportion of St. Edith Stein students indicating they feel
bullied at school will decrease compared to the CCCC School Climate Survey data (Spring
2013)
Outcome Progress Comments
6/3/2015: In response to our Safe Schools Survey data, we continue to implement bullying prevention programs
and initiatives. Students have responded positively and continue to demonstrate more confident and collaborative
behaviour. For this purpose, our staff intentionally implemented initiatives including Peel Police Youth Education,
Wellness Day, Christmas Concert, Bicycle Rodeo, Intermediate Musical Production, Play Day, CYW classroom
workshops, Bullying Prevention 'The Ned Show', Second Step Program implementation, and PALS. Our Virtues
Program continues to highlight students for commendable behaviour, encourage students to participate in school
teams and clubs, and celebrate the God given gifts of Virtues. Staff continue to emphasize and model inclusive
behaviour. We continue to celebrate our Faith and Gospel Values through masses, liturgies and our actions. Our
school Youth Faith Ambassadors continue to serve as the faith leaders in the school, leading Virtues Assemblies,
visiting classes with faith messages, hosting community development activities and organizing outreach programs
i.e. mitten tree, Roll Out the Quarters, food drives, candy grams. Our school Faith Ambassador leads our adult faith
development by facilitating staff liturgies and reflections.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By the end of June 2016, teams of learners will embrace the power of "co" through the
collaborative inquiry process to improve well-being, learning, and achievement as
demonstrated through co-planning, co-teaching and co-learning.
Outcome Progress Comments
6/3/2015: All teachers, in collaboration with the Special Assignment Teacher and school administrator have
implemented an inquiry-based approach to learning. This is evident in both professional development and
individual student learning. Teachers are identifying needs, posing relevant questions and evaluating key strategies
related to the inquiry. Throughout the 2014-2015 school year the staff inquiry involved the understanding and
development of a growth mindset and the impact on our students' ability to articulate appropriate strategies
supporting their learning. Some of the classrooms in our school are transitioning to Responsive Learning
Classrooms. Along with teacher as co-learner, these classrooms encourage collaboration amongst learners while
working on inquiry tasks.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Edith Stein Elementary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By the end of June 2016, there will be an increase in successful practices that support
transitional practices for all students.
Outcome Progress Comments
6/3/2015: To support the seamless transition processes of our students, we continue to implement the following
transition initiatives: Cross Panel transition meetings (sharing of information for 'at risk' students) have occurred
involving secondary schools and their respective feeder school; transition meetings have been held for all
transitioning students with ASD; all parents of students requiring specialized programming in Secondary School
provided with accurate information, and implementation of transition plans for all students on Individual
Education Plans.
Special Education and Support Services initiatives have been implemented to support students with diverse
learning needs (i.e. planned entry and consistent use of Transitioning Kits to make transition to new schools and
grades seamless and successful).
We continue to organize Welcome to Kindergarten evenings, where we include a presentation on the Full Day Playbased program for parents. Staff who are tentatively assigned to FDK were present for FDK registration evening.
Intermediate staff participated in transition information meetings, where teachers were informed about
secondary school initiatives and practices. All grade eight students participated in the Orientation Day at the
feeder school.
Comprehensive education and career/life planning programs were available to meet the needs, interests and
aspirations of all learners. Intermediate students navigated the My Blue Print program and primary /junior
students worked on All About Me portfolios.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Edith Stein Elementary School
Annual Progress Report
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 By the end of June 2016, with the implementation of the six assessment practices, the
proportion of students able to articulate strategies supporting their own learning will
increase.
Outcome Progress Comments
6/3/2015: Throughout the 2014-15 school year, teachers continued to focus on identifying Learning Goals, coconstructing / developing Success Criteria with students and providing effective Descriptive Feedback to students
through conferencing. All of these assessment practices were consistently reviewed and explored by staff at staff
meetings and division meetings. We continued to apply the expected practices of Guided Reading and Guided
Practice in our classrooms. With descriptive feedback, students have demonstrated an improvement in identifying
what is expected of them, setting personal goals for improvement in student achievement and articulating the
appropriate strategies supporting their learning.
The UMCL model was shared and implemented in order to improve student problem solving skills. Educators
implemented three-part lessons regularly focusing on student inquiry, investigation and communication. Regular
administrative visits in the classroom were scheduled to observe the collaborative inquiry model and the threepart lesson plan. Evidence of student progress included student work posted on walls, investigation based lessons
and the Bansho method of instruction. We frequently used the resources from Edu-gains website, the Board
portal, and the Guides to Effective Instruction for Math.
Through the collaborative inquiry model, teachers are able to assess more often through conversations,
observation and communication of student learning. The goal of this year was to assess learning more often, while
evaluating less.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Edith Stein Elementary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By the end 2016, with an increase in successful practices that support effective
instruction and by creating conditions that encourage student learning, there will be an
increase in the proportion of students improving in EQAO achievement.
Outcome Progress Comments
6/3/2015: All teachers continue to implement effective teaching practices that support successful instruction.
These strategies include Collaborative Inquiry, Encouraging a Growth Mindset, Using the Classroom as 'the third
teacher', Guided Reading, Guided Practice, use of Technology (implementation of iPads), Three-Part Math Lesson,
Differentiating Instruction, Student Inquiry and Class Profiles.
Teachers continue a differentiated approach to learning, where an understanding of a student's interests,
strengths and needs, as well as of their backgrounds help the teacher plan effective instruction and assessment.
The teachers engage students in lessons by activating their prior learning, clarifying the purpose for learning and
making connections to contexts that will help students see relevance in what they are learning.
Through cross-curricular learning, students are provided with opportunities to learn related content and skills in
two or more subjects. This integrated learning model allows students to work towards meeting expectations in
two or more subjects within a single unit or lesson. Implementing these strategies has developed engaged
students who are cultivating an individual ownership of their own learning.
Some of the classrooms in our school are transitioning to Responsive Learning Classrooms. In a barrier-free
learning environment, these classrooms facilitate collaboration, academic choice and foster critical thinking. An
improvement in comfort level and self-confidence fosters an increase in achievement level and sense of student
wellbeing.
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SkoVision™ Report
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